PUBLIC SCHOOL ACADEMIES 9TH ANNUAL REPORT

1OAKLAND UNIVERSITY
BOARD OF TRUSTEES
SPECIAL FORMAL MEETING AGENDUM ITEM
JULY 24, 2006

PUBLIC SCHOOL ACADEMIES

9TH ANNUAL REPORT
May 2005 - April 2006

School of Education and Human Services
Oakland University
Rochester, Michigan
(248) 370-4596
www.oakland.edu
Mary L. Otto, Dean

Reviewed by Vice President Virinder K. Moudgil:

___________
(Please Initial)

Reviewed by Secretary Victor A. Zambardi:

___________
(Please Initial)

Reviewed by President Gary D. Russi:

___________
(Please Initial)

TABLE OF CONTENTS

School of Education and Human Services Vision Statement..........................................1
PSA Office Mission Statement..........................................................................................1
Historical Perspective.......................................................................................................1
Legislation Impacting Michigan Public Schools
No Child Left Behind Act of 2001...........................................................................2
Education YES! ……………………………………………………………………….. 4
Financial Oversight...........................................................................................................4
Student Assessment.........................................................................................................5
PSA Highlights..................................................................................................................5
Individual PSA Updates………………………………………………………………………..6
PSA Office Activities.......................................................................................................12
Professional Development / In-Service Training & Research.............................12
Other Activities ………………………………………………….....………………... 14
Summary........................................................................................................................15


SCHOOL OF EDUCATION AND HUMAN SERVICES VISION STATEMENT
The School of Education and Human Services will prepare the highest quality leaders,
capable of, and committed to, developing excellence in others.
PSA OFFICE MISSION STATEMENT
The Office of Public School Academies and Urban Partnerships (PSA Office) seeks to
carry out the School of Education and Human Services (SEHS) vision by:
1. Establishing partnerships between public school academies (PSAs) and Oakland
University such that academic achievement of children in the academies
develops in a positive direction;
2. Offering workshops, training and research that provide a deeper understanding of

charter school environs and their ability to meet the educational needs of
children;
3. Utilizing Oakland University faculty and staff expertise in ways that have a
positive effect on student outcomes in PSAs; and
4. Providing accountability and monitoring services that assist PSAs in providing
quality education programs that meet or exceed state and federal guidelines and
standards.
HISTORICAL PERSPECTIVE
Charter schools, or public school academies, are public schools that come into
existence via a contract with a two-year or four-year college, an intermediate school
district, or a local school board. In the mid 1990’s, the Michigan state legislature
approved 150 schools to be chartered by universities.
The charter contract establishes the framework within which the school operates and
provides public support for a specified period. The school’s charter gives the school
autonomy over its operation. In exchange for the flexibility afforded by the charter, the
schools are held accountable for achieving the goals set out in the charter, including
improving student performance and compliance with federal and state laws.
In October 1996, Oakland University authorized its first charter contract, serving 104
kindergarten through fourth grade students. In February 1997, the second PSA was
established. By 2005, Oakland University’s Board of Trustees had authorized a total of
eight schools, serving more than 6500 students in the metropolitan Detroit area.

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LEGISLATION IMPACTING MICHIGAN PUBLIC SCHOOLS
No Child Left Behind Act Of 2001
The No Child Left Behind Act of 2001 (NCLB), a reauthorization of the Elementary and
Secondary Education Act (ESEA), brings with it requirements that Michigan schools
must meet. The purpose of the NCLB Act is “. . . to close the achievement gap with

accountability, flexibility, choice, and research-based reforms so that no child is left
behind.” The goals of the NCLB include ensuring:
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students will attain proficiency or better in reading and mathematics by 20132014
all limited English students will become proficient in English
all teachers will be highly qualified
all students will be educated in safe, drug free environments
all students will graduate from high school

At the core of the NCLB are a number of measures designed to drive broad gains in
student achievement and to hold states and schools more accountable for student
progress:
• Annual testing. In the 2005-06 school year, states began testing students in
grades 3-8 annually in reading and mathematics. By 2007-08, they must test
students in science at least once in elementary, middle, and high school. The
tests must be aligned with state academic standards. A sample of 4th and 8th
graders in each state must also participate in the National Assessment of
Educational Progress testing program in reading and mathematics every other
year to provide a point of comparison for state test results.
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Academic progress. States must bring all students up to the "proficient" level
on state tests by the 2013-14 school year. Individual schools must meet state
"adequate yearly progress" targets toward this goal (based on a prescribed
formula) for both their student populations as a whole and for certain

demographic subgroups. If a school receiving federal Title I funding fails to meet
the target two consecutive years, it must be provided technical assistance and its
students must be offered a choice of other public schools to attend. Students in
schools that fail to make adequate progress for three consecutive years must
also be offered supplemental educational services, including private tutoring. For
continued failures, a school would be subject to outside corrective measures,
including possible governance changes.

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Adequate yearly progress (AYP) is one of the cornerstones of the NCLB. In
Michigan, it is a measure of year-to year student achievement on the Michigan
Education Assessment Program (MEAP) test. According to NCLB, Michigan and
other states must develop target starting goals for AYP and the state must raise
the bar in gradual increments in order that 100% of the students in the state are
proficient on state assessments by the 2013-14 school year. AYP applies to each
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district and school in the state; however, NCLB sanctions for schools that do not
make AYP for two or more consecutive years, only apply to those districts and
schools that receive Title I funds.
AYP Phase:
0 – School did not meet AYP for the first time in a subject. Federal requirements
do not start until the school does not meet AYP for two consecutive years in
the same subject.
1 - School Improvement - school must offer choice and transportation.
2 - Continuing School Improvement – school must offer choice, transportation,
and supplemental services.
3 – Corrective Action – school must continue choice, transportation, and

supplemental services and take further corrective action.
4 – Restructuring – school must continue choice, transportation, and
supplemental services and develop a plan to restructure the school.
5 - Implement Restructuring Plan – school must continue choice, transportation,
and supplemental services and implement restructuring plan.
AYP Restructuring – The district must implement at least one alternative
governance arrangement:
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Replace all or most of the staff, including the principal
Enter into a contract with an entity with a demonstrated record of
effectiveness to operate the public school
Turn the operation over to the state, according to state law
Any other major restructuring of school governance arrangement that
makes fundamental reforms
The district must also provide notice to teachers and parents, provide
them the opportunity to comment on alternative governance plans and
allow them the opportunity to participate in developing any plan.

AYP Phase not 0 – School made AYP this year but did not make AYP last year.
School is still identified for improvement and continues in current AYP Phase.
If school makes AYP for a second consecutive year it will no longer be
identified for improvement; Phase will return to 0.
99 – AYP Advisory – This is a new school that did not have MEAP data prior to
2003. This school is given an advisory status because data are not available
for safe harbor comparison or for multiple year averaging.

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Report cards. Beginning with the 2002-03 school year, states must furnish
annual report cards showing a range of information, including studentachievement data broken down by subgroup and information on the performance
of school districts. Districts must provide similar report cards showing school-byschool data.

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Teacher qualifications. By the end of the 2005-06 school year, every teacher in
core content areas working in a public school must be "highly qualified" in each
subject he or she teaches. Under the law, "highly qualified" generally means that
a teacher is certified and demonstrably proficient in his or her subject matter. All
new teachers hired with federal Title I money must be "highly qualified." By the
end of the 2005-06 school year, all school paraprofessionals hired with Title I
money must have completed at least two years of college, obtained an
associate's degree or higher, or passed an evaluation to demonstrate knowledge
and teaching ability. This requirement is already in effect for newly hired
paraprofessionals.

Education Yes! (Yardstick for Excellent Schools)
The Michigan Department of Education established Education YES! in 2003 and it
serves as the educational standard for both teacher quality and student achievement.
Under Education YES! schools receive grades of A, B, C, D-Alert, or Unaccredited.
Every individual school building in Michigan receives seven letter grades comprised of
six individual items: 1) Michigan Educational Assessment Program (MEAP)
achievement status, 2) MEAP achievement change, 3) MEAP achievement growth, 4)

indicators of engagement, 5) indicators of instructional quality, 6) indicators of learning
opportunities, and 7) an overall composite grade. The system takes multiple measures
into account when grading school districts, including MEAP achievement data, teacher
quality and professional development, continuous improvement, curriculum alignment,
extended learning opportunities, arts education and humanities for all students,
advanced course work, school facilities, family involvement, student attendance and
dropout rate, and four-year education and employment plans for high school students.
The PSA Office continues to require continuous improvement initiatives and to provide,
professional development opportunities for teachers and administrators to assist in
achieving the mandates articulated in this legislation.
FINANCIAL OVERSIGHT
As a PSA authorizer, Oakland University is entitled to 3% of the school aid
appropriations for the purpose of the PSA oversight.
Pursuant to its fiscal oversight function, the PSA Office engages a CPA firms with
expertise in school finance and applicable law, to review the academies’ financial
statements and to provide training to the academies. These efforts are intended to

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ensure that school financial reports are accurate and in compliance with the law.
STUDENT ASSESSMENT
Student assessment and accountability measures, by law, are required and take the
form of the MEAP. As with all of Michigan’s public schools, Oakland University’s PSAs
are required to administer MEAP tests to students in grades 3, 4, 5, 6, 7, 8, 9 and 11.
MEAP tests are criterion-referenced, meaning that the results are reported as
performance against a standard set by Michigan educators and approved by the State
Board of Education.
Results of the tests demonstrate how well Michigan students and schools are doing
when compared with standards established by the State Board of Education. PSA

MEAP test results indicate varying levels of competence depending on the grade level
and subject area.
To assist the PSAs in improving student achievement, the PSA Office meets regularly
with academy principals. Site specialists work with academies offering professional
development, in-service training, as well as other types of support for various curriculum
and school improvement issues.
For the 2004-2005 MEAP testing period, three of the PSAs scored in the "exemplary"
category, meaning that 75% or more of the students achieved proficiency in English
Language Arts, Math or Science. These academies were:
Detroit Academy of Arts & Sciences
Edison Public School Academy
Dove Academy of Detroit
The MEAP summaries for each school reflect scores from the 2004-2005 school year.
PUBLIC SCHOOL ACADEMIES (PSA) HIGHLIGHTS
Oakland University’s PSAs have been showcased on the state and national stage
several times this school year.
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Edison Public School Academy (EPSA) was named 2005 Winner of the School
of Excellence Award by the Michigan Association of Public School Academies
(MAPSA). This award recognizes EPSA as the top public school academy in the
State of Michigan. EPSA is also a finalist for a Skillman Foundation Grant of
$100,000, with the winner to be announced in mid-May.

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Mr. Stan Bowman, Superintendent of the Detroit Academy of Arts and

Sciences (DAAS) was a finalist for the Administrator of the Year award, also
awarded by MAPSA.

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During Hurricane Katrina all of our schools opened their doors to displaced
students and their families. The Academy of Michigan is hosting one student
originally from Mobile, Alabama. She will graduate from the Academy of
Michigan with honors this spring.

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Hamadeh Educational Services which manages Oakland University’s Star
International Academy and Universal Academy, was selected by the Charter
School Growth Fund (a national philanthropy organization supporting charter
schools) as one of the 15 most promising charter school organizations in the
country. In achieving this status, the company has been asked to further develop
the programs and procedures they have utilized at the academies to be used as
a model for other programs around the country. Representatives from Hamadeh
are currently participating in strategic planning sessions in Colorado. If their
model is chosen, they will be awarded up to one million dollars per year for the
next five years to further grow their program and create an additional school.
Mrs. Nawal Hamadeh has been featured in recent weeks in the Detroit News and
a local Dearborn paper, the Community Voice, for her accomplishments.

2005 INDIVIDUAL PSA UPDATES
Academy of Michigan (Oak Park)
The Academy of Michigan serves approximately 500 Detroit high school students,
grades 9-12, with a focus on the Michigan curriculum framework, technical skills
training, business service technology, computer aided design (CAD), marketing and

finance, digital photography and medical assisting. The Academy of Michigan has been
operating since 1997, and moved into a new facility in 2002.
New Programs and Achievements
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The HOSTS (Helping One Student to Succeed) Program is a research-based
supplemental program that is designed to assist students who are not currently
working to their potential in English and Language Arts. Thirty-two students in
grades 10 and 11 were chosen to participate based on testing done at the
beginning of the school year. Several students have already tested out of the
program based on academic improvement.

Professors from the Lawrence Technological University Robotics Program teamed up
with the Academy of Michigan’s Computer Assisted Design and Drafting (CADD)
students and won 2nd place in the Regional Robofest competition.

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A junior was the recipient of an $8,000 scholarship to attend Lawrence Technological
University (LTU) for outstanding performance in science and mathematics. The student
is able to apply the scholarship to any of the undergraduate degree programs at LTU.
MEAP
The Academy of Michigan’s MEAP data show that overall test scores did not
improve from 2004 to 2005. The Academy did not make AYP in 2004-2005. In an
effort to improve this, the HOSTS program has been implemented and an additional
focus has been placed on math and reading in small groups. A PSA Office site
specialist has also been assigned to offer expertise to the school improvement team.
Detroit Academy of Arts and Sciences (Detroit)
Detroit Academy of Arts and Sciences (DAAS) is a self-managed academy, with a focus

on preparing students for post secondary educational experiences and/or the world of
work. DAAS serves over 2,200 students K-12. Teachers strive to include as many
hands-on learning opportunities as possible and to provide students with opportunities
to work in student teams to problem solve and conduct research.
New Programs and Achievements
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Grant awarded to Oakland University Teacher Development and Educational
Studies faculty for research project focusing on mathematics professional
development at elementary level

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Elementary and secondary level pre-service field placements in collaboration
with Oakland University faculty

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MEAP test exemplary category (75% or more of the students scored proficient in
English language arts, math or science) in 4th grade reading and 7th grade
English language arts and reading.

MEAP
Data indicate improvements in all subjects tested in fourth and fifth grade; seventh
grade data indicate improvements in E language arts and reading; and eighth grade
science and social studies data indicate improvement. Seventy-eight percent of
fourth grade students scored “proficient” in reading as compared to 60% in 20032004. Eighty-six percent of seventh grade students scored as “proficient” in reading
as compared to 33% in 2003-2004. Eighty-six percent of seventh grade students
scored as “proficient” in English language arts as compared to 29% in 2003-2004.
The Academy made AYP at the elementary and middle school levels in 2004-2005,

but did not make AYP at the high school level.

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Edison Public School Academy (Detroit)
Edison Public School Academy (EPSA) is a self-managed academy with a focus on
academic excellence and technology. It has been in operation since 1988. EPSA
serves over 1,000 students K-8. The Academy utilizes research-based educational
programs such as Everyday Math, Connected Math, Success for All, and Choice in
Literature. The Academy moved into a newer, larger facility in August 2004 in Detroit’s
famous Eastern Market area.
New Programs and Achievements
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Rated the #1 charter school in Michigan in 2005/2006

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6th – 8th grade students are currently participating in S.T.A.N.D. (Students Taking
A New Direction). Partnered with the Eastern Market to do spring clean up
efforts. Three students will be speaking at a Detroit Town Hall Meeting regarding
students being drug free.

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Instituted 4 new programs to help students become aware of leadership and
social roles: Life Skills, Anger Management, S.T.A.N.D. and Open Arms (Grief
Awareness Program).

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Instituted the first Middle School Forensics Team in the City of Detroit. Competed
in several state competitions.

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Ten members of the 21st Century Sisterhood volunteered during the Super Bowl.
They worked at the Motown Winterblast Station serving hot chocolate.

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Student Development Center - which is a supplemental provider endorsed by the
State of Michigan.

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Instituted Comerica Banking Program - students open savings accounts and
manage all business operations within their school’s “branch”.

MEAP
Data indicate that 4th grade student scores improved in English language arts, math,
reading, and writing; 5th grade in science; 7th grade in English language arts,
reading, and writing; and 8th grade scores did not show improvement. Fourth grade
students scored in the MEAP exemplary category in English language arts (75%),
math (82%) and reading (86%) and 7th grade students in English language arts
(86%), reading (84%) and writing (91%). EPSA met AYP in 2004-2005.
Dove Academy (Detroit)
Dove Academy serves over 460 students K-6. Dove focuses on preparing all students
to be effective, efficient, and successful communicators and problem-solvers.

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New Programs and Achievements
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Dove Academy implemented a tuition-free After School Tutoring Program for
grades 3-6 in 2005-2006. Students that qualified for extra assistance during the
regular school were eligible to participate in the program. Dove Academy also
implemented a Summer School in 2005 for students in grades K-6 that were not
meeting grade level expectations.

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A character education program entitled "Give Me Ten Good Character Traits" was
featured at Dove Academy during the 2005-2006 school year along with a “Core
Democratic Values” awareness program. Posters were displayed for these
programs in every classroom displaying a “Character Trait of the Month” and
“Core Democratic Value of the Month.” Every month a school wide assembly
featured presentations by classes on the “Character Trait of the Month” and
“Core Democratic Value of the Month.” Every class at Dove Academy took a turn
presenting at one of these assemblies.

MEAP
Data indicate that fourth grade student’s scores in English, math, and reading
improved, but not in writing. Students in 4th grade scored in the exemplary category
in math (81%) and reading (83%). MEAP data indicate that fifth grade student’s
scores in science and social studies improved slightly. Dove Academy met AYP in
2004-2005.
Nsoroma Institute (Oak Park)

Nsoroma Institute serves over 260 students, grades K-8 and is located in Oak Park.
Nsoroma Institute takes an African-centered approach in utilizing the state mandated
core curriculum. The Academy describes itself as a “learning community in which both
children and adults are in the process of continuous learning, growth and
transformation.” The staff comprises educators from America and other parts of the
world. The oft-quoted statement, “it takes a village to raise a child,” exemplifies the
involvement of Nsoroma Institute’s parents in the Academy.
New Programs and Achievements
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Nommo, an after-school writing program for eighth grade students

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Shamba 4-H Club for 3rd-5th grade students

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Chess Club

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Students Excelling Beyond Academics (SEBA), an academic enrichment
program

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•
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Thiosane Performing Arts Company performed with The Children of Uganda at
the Shrine of the Black Madonna Pan-African Orthodox Christian Church and at
Katherine Blackwell Institute, Detroit; also at Oakland University, Rochester
Hurricane Katrina Relief Student Collection with children’s organization
Children2Children

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Red Cross First Aid and CPR training for all teaching staff

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Lower elementary teachers received training for Modules I & II MLPP training
from PSA staff

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Nsoroma Institute continues to maintain an organic vegetable garden that is
planted by students with the help of staff and parents. This year the garden will
be maintained during the summer months by 3rd-5th grade students in the newly
formed Shamba 4-H Club.

MEAP
Data indicate increases in fourth grade English language arts, math, reading and
writing scores; seventh grade English language arts and reading scores, and eighth
grade science and social studies scores. Sixty-seven percent of fourth grade
students met or exceeded the reading standards compared to 29% in 2003-2004.
Sixty-one percent of fourth grade students met or exceeded the math standards
compared to 46% in 2003-2004. Nsoroma Institute met AYP in 2004-2005.

Star International Academy (Dearborn Heights)
Star International Academy opened in 1998. It serves approximately 1,200 K-12
students, 95% of whom have Limited English Proficiency (LEP). Star International
Academy focuses on the Michigan curriculum framework, the study of language
(primarily Arabic), global education, and the internationalization of knowledge. The
Academy encourages students to share cultural experiences with one another. Star
International Academy increased enrollment by 10% by the 2005-2006 count.
New Programs and Achievements
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Cultural Club

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Teachers Present To Teachers (Professional Development Program)

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ABITIBI Paper Retrieve Recycling Program (started last year, continuing this
year)

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27 Graduates w/100% College Enrollment

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MAPSA Holiday Card Design

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AAA Motor Club Contest
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Pizza Hut Reading Program Awards

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NHS Scholarship Nominations

MEAP
Scores at Star International Academy continue to increase in elementary and middle
levels. Seventy-nine percent of 4th grade students scored as proficient in reading as
compared to 58% in 2003-2004. Sixty-six percent of 4 th grade students scored as
proficient in English language arts as compared to 42% in 2003-2004. Students in
11th grade showed improvements in all subjects except science. Star International
Academy met AYP for elementary and middle grades, but not for grade 11.
Universal Academy (Detroit)
Universal Academy opened in 1998 and was authorized by the Detroit Public Schools
until the 2005-2006 school year when Oakland University became their authorizer.
Universal Academy serves approximately 300 K-11 students. Universal Academy
focuses on the Michigan core curriculum and encourages students to share cultural
experiences with one another.
New Programs and Achievements
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Adult ESL Program

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Dose of Reality Therapy Program – Wayne County Jail

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ACT/SAT Test Prep Program through Princeton Review

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Greening of Detroit Program for Science with Romanowski Park

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Samsung Essay Contest – awarded electronics & software

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MAPSA Holiday Card Design

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First Senior class will graduate in spring of 2007

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Crisis Intervention Peer Mediation (Grades 4-11)

MEAP

Data reports were not prepared in the same fashion for Universal in 2004-2005 due
to it being a new PSA for Oakland University. On-line MEAP data indicate 21% of 5 th
grade students met standards. Thirty-six percent of students in 7 th grade met
standards. Forty-eight percent of students in 8 th grade met or exceeded standard in
math. Universal Academy met AYP in 2004-2005.

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Weston Technical Academy (Detroit)
Weston Technical Academy serves 470 students, grades 7-12. The Academy’s focus is
to prepare students for vocational, technical, or academic careers. Its instructional
program is based in the Michigan curriculum standards. During the last academic year,
Weston has increased its student population by 6%.
New Programs and Achievements
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Educational Development Plans implemented for all students

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After school peer tutoring

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Approximately 95% of upper level students have submitted applications to
secondary education institutions

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Winter choir concert and spring talent show

MEAP
Data indicate students in seventh grade improved their MEAP scores in English and
reading; eight grade improved in math, science and social studies. Thirty-six percent
of 7th grade students scored as “proficient” in reading compared to 16.5% in 20032004. Thirty-three percent of 8th grade students scored as “proficient” in science
compared to 19% in 2003-2004. MEAP data for students in grade 11 show overall
test scores did not improve from 2004 to 2005, except for small gains in writing.
Weston Technical Academy met AYP in 2004-2005. They are in AYP Phase 1, and
must meet AYP during the next two years in order to be moved out of Phase 1.
PSA OFFICE ACTIVITIES
Professional Development / In-Service Training & Research
The PSA Office offered a variety of professional development and in-service sessions to
PSA teachers. Training for new PSA school board members was well attended.
Informational meetings for principals/directors were held on a quarterly basis.
Professional development and training occurred both on and off campus by PSA
administration, site specialists as well as by several Oakland University faculty from the
Department of Teacher Development and Educational Studies. During the last year,
several site specialists, providing a wide range of expertise, were added to the PSA
office staff. In addition, three Oakland University Teacher Development and Educational
Studies faculty members conducted on-site research at one of the PSAs.
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The PSA office hosted an informal “getting acquainted” evening for PSA board
members at the Star International Academy. Over 30 school board members
were in attendance. Participants commented on the benefits of such networking
opportunities (11/9/05).
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Site Specialists traveled to Dove Academy in Detroit to provide professional
development for Dove Academy’s teachers and staff. At the request of the
principal, the focus of the presentation was on different learning styles, with an
emphasis on Howard Gardner’s work on multiple intelligences. Information on
accommodating different learners in the classroom [differentiated instruction] was
also covered (11/11/05).

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Approximately 150 teachers from the Detroit Academy of Arts and Sciences
spent the day on the campus of Oakland University for a professional
development in-service. The PSA office site specialists presented sessions
focusing on Developing Relationships with Students, Fostering Student SelfManagement, Multiple Intelligences/Diverse Learners and Reading Aloud.
Teachers also received a tour of the Educational Resources Lab in Pawley Hall
(1/27/06).

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Teachers from Dove Academy Elementary spent the day on the campus of
Oakland University engaged in professional development presented by PSA site
specialists. Presentations focused on Managing Diverse Learners, Meeting
Science Objectives and a tour of the Educational Resources Lab in Pawley Hall
(2/10/06).

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PSA Office site specialists traveled to the Academy of Michigan to present a day
of professional development focusing Special Education legislation. Teachers

learned about various learning styles and techniques for modifying lessons for
individual students with disabilities to accommodate them in regular classrooms
(2/15/06).

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Modules 1 & 2 of the Michigan Literacy Progress Profile (MLPP) training were
provided to lower elementary teachers, teacher assistants, and reading support
personnel at Nsoroma Institute. Training was provided by a site specialist (3/2 &
3/3/06).

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A PSA Office staff member conducted a half-day science in-service for upper
elementary teachers at Dove Academy. The science activities focused on
teaching the State of Michigan Science Benchmarks. Classroom management
techniques specific to using hands-on science materials were also discussed
(3/10/06).

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Dr. Nancy Brown and Dr. Babette Benken, Assistant Professors in the Oakland
University Teacher Development and Educational Studies, continued a
collaborative research project with lower elementary teachers at the Detroit
Academy of Arts and Sciences. Work with DAAS included in-service training for
mentor teachers in conjunction with training of field placement students.
Dr. Jumanne Sledge, Visiting Assistant Professor, Department of Teacher
Development and Educational Studies, conducted a survey regarding school

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climate at DAAS as well as worked with Oakland University field placement
students who were fulfilling course work requirements.
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Regularly scheduled Principal/Administrator meetings were held approximately
every other month. Topics ranged from the charter renewal/reauthorization
process, new safety legislation, to round table updates from each school.
Meetings were well attended.

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Eleven new charter school board members attended training sessions presented
by PSA Office staff members and Wilkerson & Associates P.C. (3/25 & 3/29/06).

OTHER ACTIVITIES
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The PSA Office staffed a vendor table representing the program offerings
available at Oakland University at the Charter School Administrative Services
(CSAS) school management company. The company held a recruitment fair to
attract teaching candidates to the CSAS schools. (8/16 & 8/18/06).

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Two web-based projects were initiated in the fall. The PSA office offered the
schools a website presence as part of an effort to provide them with the

technological tools they need to compete in our increasingly web-savvy world.
Five academies accepted this offer and are now using the same content
management system and used by Oakland University, to share and communicate
with their staff, students, parents and communities. Three of the academies had
already developed websites for their schools and were not in need of this
solution. The second project, PSAnet, will streamline the compliance reporting
process and promote collaboration and communication with and between the
public school academies Oakland University charters. Academies and their
administrators are currently undergoing training, with the goal of using PSAnet
exclusively for compliance reporting at the beginning of the 2006-2007 school
year.

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PSA teachers continue to participate in the National Writing Project conducted at
Meadow Brook Hall under the direction of Interim College of Arts and Sciences
(CAS) Dean, Ron Sudol. The writing project provides an opportunity for teachers
to improve writing skills, resulting in better classroom activities.

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Wilkerson & Associate, P.C. continues to provide assistance with compliance
reviews of the PSAs’ financial statements.

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Several 4th and 6th grade classes from three Public School Academies attended
the Science at Cranbrook program at the Cranbrook Institute of Science in
Bloomfield Hills. Each day for a week, students participated in hands-on
activities and experiments focusing on everything from Astronomy to Zoology.

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These field trips were made possible through grants from the Cranbrook Institute
of Science.
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The Keeper of the Dream banquet was attended by twenty PSA Office and
schools staff and their guests. The PSA Office contributed $3000 to the fundraising event to provide scholarships for Oakland University students.

SUMMARY
Oakland University’s PSA Office continues its efforts to provide quality oversight and
support to the eight public school academies under its purview. This year the support
portion of its charge was strengthened with the addition of several site specialists and
continued 1involvement by faculty from the Department of Teacher Development and
Educational Studies in several PSA activities.
The PSAs authorized by Oakland University continue to improve in their efforts to
provide a quality education for all children. In general, MEAP scores are improving.
Increasingly, the PSA Office receives requests from the PSAs for resources. Our ability
to respond to those requests is enabled by the generous support of Oakland University
faculty and staff, and the support of the School of Education and Human Services.

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